Developing web-based Triple P'Positive Parenting Programme for families of children with asthma

Clarke, S-A., Calam, R., Morawksa, A. and Sanders, M. (2013) Developing web-based Triple P'Positive Parenting Programme for families of children with asthma. Child: Care, Health, and Development, 40 4: 492-497. doi:10.1111/cch.12073


Author Clarke, S-A.
Calam, R.
Morawksa, A.
Sanders, M.
Title Developing web-based Triple P'Positive Parenting Programme for families of children with asthma
Journal name Child: Care, Health, and Development   Check publisher's open access policy
ISSN 0305-1862
1365-2214
Publication date 2013-05-12
Year available 2013
Sub-type Article (original research)
DOI 10.1111/cch.12073
Open Access Status
Volume 40
Issue 4
Start page 492
End page 497
Total pages 6
Place of publication Chichester, West Sussex, United Kingdom
Publisher Wiley-Blackwel
Collection year 2014
Language eng
Formatted abstract
Background: We examined the feasibility of self-directed Triple P ‘Positive Parenting Programme’ for optimizing parents' management of childhood asthma and behaviour.

Methods: Eligible families were invited to access asthma-specific web-based Triple P as part of a preliminary randomized controlled study.

Results: Initial study information and introductory website pages received considerable interest but intervention uptake was poor with high rates of attrition.

Conclusions: Although parents of children with asthma show willingness to access web-based parenting support, further work is necessary to develop engaging websites and determine barriers to uptake, and adherence to online parenting interventions with this population.
Keyword Childhood asthma
Engagement
Parenting interventions
Triple P
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online ahead of print 12 May 2013.

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Psychology Publications
 
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Created: Tue, 25 Mar 2014, 15:40:32 EST by Mrs Alison Pike on behalf of School of Psychology